When recruiting teachers, administrators should consider the candidates' status of racial identity development. If European American educators have not accepted their race as a part of their identity then they are more likely to operate from a position of power and privilege in the classroom. The purpose of the research study was to examine the competency of teacher candidates to teach racially diverse students. In this investigation, I wanted to learn how the racial identity development of teacher candidates is connected to their perceived competence as future teachers of racially diverse students and their perceptions about race, culture, and diversity. This investigation shed light on the perceptions that some future teachers have on our nations continually growing diverse student population.